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Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience

Course-based undergraduate research experiences (CUREs) serve to increase student access to authentic scientific opportunities. Current evidence within the literature indicates that engagement in CUREs promotes students’ science identity development, science self-efficacy, motivation, and ability to...

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Autores principales: Esparza, David, Wagler, Amy E., Olimpo, Jeffrey T.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8697643/
https://www.ncbi.nlm.nih.gov/pubmed/32108560
http://dx.doi.org/10.1187/cbe.19-04-0082
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author Esparza, David
Wagler, Amy E.
Olimpo, Jeffrey T.
author_facet Esparza, David
Wagler, Amy E.
Olimpo, Jeffrey T.
author_sort Esparza, David
collection PubMed
description Course-based undergraduate research experiences (CUREs) serve to increase student access to authentic scientific opportunities. Current evidence within the literature indicates that engagement in CUREs promotes students’ science identity development, science self-efficacy, motivation, and ability to “think like a scientist.” Despite the importance of these findings, few studies have examined the behaviors and interactions occurring within CURE and non-CURE settings and the impact of those behaviors on said student outcomes. To address these concerns, we conducted a mixed-methods study to explore student and instructor behaviors in four CURE and four non-CURE introductory biology laboratory sections. Representative video data were collected in each section and coded using the Laboratory Observation Protocol for Undergraduate STEM. In addition, pre/postsemester affective survey data were obtained from CURE and non-CURE participants. Results indicated that CURE students and instructors engaged in more interactive behaviors (e.g., one-on-one dialogue, questioning) than their non-CURE counterparts, a finding confirmed by analyzing behavioral patterns via construction of partial correlation networks. Multiple regression analyses further revealed that both student and instructor interactive behaviors and enrollment in a CURE were strong predictors of pre/postsemester shifts in student motivation, science identity development, collaboration, and perceived opportunities to make relevant scientific discoveries.
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spelling pubmed-86976432021-12-27 Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience Esparza, David Wagler, Amy E. Olimpo, Jeffrey T. CBE Life Sci Educ Article Course-based undergraduate research experiences (CUREs) serve to increase student access to authentic scientific opportunities. Current evidence within the literature indicates that engagement in CUREs promotes students’ science identity development, science self-efficacy, motivation, and ability to “think like a scientist.” Despite the importance of these findings, few studies have examined the behaviors and interactions occurring within CURE and non-CURE settings and the impact of those behaviors on said student outcomes. To address these concerns, we conducted a mixed-methods study to explore student and instructor behaviors in four CURE and four non-CURE introductory biology laboratory sections. Representative video data were collected in each section and coded using the Laboratory Observation Protocol for Undergraduate STEM. In addition, pre/postsemester affective survey data were obtained from CURE and non-CURE participants. Results indicated that CURE students and instructors engaged in more interactive behaviors (e.g., one-on-one dialogue, questioning) than their non-CURE counterparts, a finding confirmed by analyzing behavioral patterns via construction of partial correlation networks. Multiple regression analyses further revealed that both student and instructor interactive behaviors and enrollment in a CURE were strong predictors of pre/postsemester shifts in student motivation, science identity development, collaboration, and perceived opportunities to make relevant scientific discoveries. American Society for Cell Biology 2020 /pmc/articles/PMC8697643/ /pubmed/32108560 http://dx.doi.org/10.1187/cbe.19-04-0082 Text en © 2020 D. Esparza et al. CBE—Life Sciences Education © 2020 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. https://creativecommons.org/licenses/by-nc-sa/3.0/This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License.
spellingShingle Article
Esparza, David
Wagler, Amy E.
Olimpo, Jeffrey T.
Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience
title Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience
title_full Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience
title_fullStr Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience
title_full_unstemmed Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience
title_short Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience
title_sort characterization of instructor and student behaviors in cure and non-cure learning environments: impacts on student motivation, science identity development, and perceptions of the laboratory experience
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8697643/
https://www.ncbi.nlm.nih.gov/pubmed/32108560
http://dx.doi.org/10.1187/cbe.19-04-0082
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